Technology Standards for School Administrators: An Analysis of Practicing and Aspiring Administrators' Perceived Ability to Perform the Standards

Yu, Chien; Durrington, Vance A.

doi:10.1177/0192636506295392

Cited by 28 publications

(20 citation statements)

References 3 publications

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“…As society increases as a technology-rich environment, school leaders are faced with how to support the integration of technology into meaningful learning activities and how to evaluate the use of technology within their schools (Yu & Durrington, 2006). MacNeil and Delafield (1998) found that when administrators act as technology leaders, the teachers and students integrate and use technology more successfully.…”

Section: Resultsmentioning

confidence: 99%

Principals' Perceptions of the Importance of Technology in Schools

Waxman

Boriack

Lee

et al. 2013

CONTEMP EDUC TECHNOL

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A sample of 311 principals from a large metropolitan area in the southwest region of the U. S. responded to a questionnaire that addressed public school principals' perceptions related to the major functions of technology in their schools. Principals reported that the major functions of technology were: (a) communication, (b) instruction, (c) data sharing and management, (d) a resource, (e) administrative tasks, and (f) student learning. Male principals felt that technology was used as a resource and for administrative tasks more than female principals. Furthermore, principals with 12 or more years of experience perceived that technology was used for instruction, data sharing and management, and administrative tasks more than principals with less than 12 years of experience. These results indicate that both gender and years of experience influence how principals perceive the functions of technology in their schools. This could affect the technology leadership of principals, which may influence the success of technology implementation in schools.

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Section: Resultsmentioning

confidence: 99%

Principals' Perceptions of the Importance of Technology in Schools

Waxman

Boriack

Lee

et al. 2013

CONTEMP EDUC TECHNOL

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“…(Yu & Durrington, 2006). The characteristics that should be displayed by a technological leader are further explained as follows (Hacıfazlıoğlu et al, 2010): visionary leadership, learning culture in digital age, perfectionism in professional practice, systematic development, digital citizenship.…”

Section: Technology Leadership and Self-efficacymentioning

confidence: 99%

An Examination of Open and Technology Leadership in Managerial Practices of Education System

Akcil¹,

Aksal²,

Mukhametzyanova³

et al. 2017

EURASIA J MATH SCI T

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In order for a smooth and problem-free transformation to take place in a digitalizing education system, efficient management is needed. Thus, educational managers need to improve their skills and develop behaviors suitable for taking education systems into the digital age. Social networks enable leaders to become digital citizens by embracing and implementing "Open Leadership". Acceptance of technology and self-efficacy in technological leadership are both seen as factors that can have positive or negative influences on the new leadership styles. This study aims to investigate the relationship between open leadership, digital citizenship, technology acceptance and self-efficacy in technological leadership. Working with a group of 153 education managers, the research was conducted using a relational screening model. Following multiple regression analyses, it was found that technology acceptance and self-efficacy in technological leadership positively influences digital citizenship at medium level and that self-efficacy in technological leadership and digital citizenship positively influences open leadership.

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“…First, a significant body of research focuses on leaders. Topics of analysis include the goals of technology use – educational and administrative goals (Afshari et al, 2008); development of collaborative abilities , creation of an organizational culture, and search for common objectives (Hsiao & Chang, 2011; Sheppard, 2003); importance of directors’ knowledge of the integration of educational technology (Shattuck, 2010); type of leadership for implementing ICT successfully in education (Hadjithoma-Garstka, 2011; McGarr & Kearney, 2009; Ng, 2008); level of performance of the director’s technology-related functions (Fisher & Waller, 2013; Yu & Durrington, 2006); gender differences , academic level, leaders’ experience in supply, technological competence, and use of educational technologies (Alkrdem, 2014; Drake, 2015); directors’ training in technology use (Raman et al, 2014; Sheppard, 2003); leaders’ beliefs , perception, and view of ICT and school culture (Chang et al, 2008); competence to develop technology leadership behavior (Thomas et al, 2013); capability to assume the risks inherent in adopting technology, and communication with other directors (Alkrdem, 2014); and level in the chain of command of leadership in distributing responsibilities (Divaharan & Lim, 2010; Hulpia & Devos, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

School technology leadership in a Spanish secondary school: The TEI model

2017

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This study analyzes the perception that teachers and management team members in secondary school education have of technology-based educational innovation (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders’ perspective of planning, development, and evaluation. The school leaders’ view diverges from that of the regional/national education policy makers and is closer to the view developed in pedagogy for leading the process of introducing technology in classrooms and influencing innovation in teachers’ practice. Based on reflection on the leadership–technology–innovation relationship, we derive a top-down model for use by teachers, schools, the community, and education authorities.

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Technology Standards for School Administrators: An Analysis of Practicing and Aspiring Administrators' Perceived Ability to Perform the Standards

Cited by 28 publications

References 3 publications

Principals' Perceptions of the Importance of Technology in Schools

Principals' Perceptions of the Importance of Technology in Schools

An Examination of Open and Technology Leadership in Managerial Practices of Education System

School technology leadership in a Spanish secondary school: The TEI model

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